1. Review the quiz answers
2. Small group activity to deconstruct Sandel's framework (Virtue, Welfare, Freedom)
3. Introduction to Deontology, Utilitarianism, Libertarianism and Rawls' Justice as Fairness philosophies
4. Explain Student "Skitesson" mini-project (moral philosophy focus groups) and review the rubric
5. Begin Skitesson individual components (Parts A-C)
Results from the This I Believe Essay Feedback Survey
1. Understand, in broad terms, what the study of moral philosophy is
2. Improve one aspect of your own writing by seeing student examples from TIB essays
Starter: The Afghan Goatherds Moral Dilemma
From Justice: What's the Right Thing to Do by Michael Sandel
In June 2005, a special forces team made up of Petty Officer Marcus Luttrell and three other U.S. Navy SEALs set out on secret reconnaissance mission in Afghanistan, near the Pakistan border in search of a Taliban leader...their target commanded 140 to 150 heavily armed fighters and was staying in a village in the forbidding mountainous region. Shortly after the...team took up a position on a mountain ridge overlooking the village, two Afghan farmers with about a hundred bleating goats happened upon them. With them was a boy about 14 years old. The Afghans were unarmed.
Their choices were to let them go, thus potentially compromising their mission if the Afghans were to inform the Taliban of their location OR kill them. They didn't have any rope, so tying them up while they found a new hideout was out of the question.
QUESTION: What are the justifications for both option and what do you think they should have done?
1. Discuss Starter
2. Homework review and announcements
3. Introduction to Moral Philosophy power point
4. TIB essay mini-lesson (example student excerpts)
Read through these examples and:
5. Work Time
Goal: Deconstruct TNTSJ and the role of the individual in creating a just society
Non-Seminar Work Time Options:
Analyze Thoreau's views on civil disobedience and what he believes the role of an individual is in creating a just society
Trolley Car Dilemma Case #1
(Suppose you are the driver of a trolley car and your trolley car is hurtling down the track at 60 mph. At the end of the track, you notice 5 workers working on the track. You try to stop but you can’t because your brakes don’t work. You panic because you know, for sure, that if you crash into these workers, all 5 will die. You feel helpless until you notice that off to the right is a side track and at the end of that track is just one worker working. Your steering works so you know that if you turn right, you could avoid killing the five workers but certainly kill the one at the end of the track. What would you do? Go straight ahead or turn right? These are the ONLY two choices. Defend your reason.
(The trolley problem is a thought experiment in ethics, first introduced by Philippa Foot in 1967)
1. Discuss Trolley Car Dilemma Case #1 and consider case #2
Trolley Car Case #2
This time you are not the driver, you are an onlooker standing on a bridge overlooking the track. Down the track comes the trolley car, same situation is at hand. Except, now, you’re not the driver and you REALLY feel helpless until you notice, standing next to you, leaning over the bridge, is a very large man. And you could give him a slight shove and he would fall over the bridge, onto the track, right in the way of the trolley car, he would die, but he would spare the five. Now. How would you push the large man? Explain.
2. Discuss "Civil Disobedience"
3. Act out pages 91-96 in TNTSJ and analyze the symbolism relating to Civil Disobedience and societal perspectives on the Mexican American War.
4. Read through my feedback on your TIB essay and complete the survey below with skills on which you want more instruction.
5. Review Seminar Rubric and tomorrow's seminar groupings
6. Work time
1. Read these two conflicting perspectives on the Mexican-American War (the Mexican perspective v. the U.S. perspective)
Summarize both perspectives.
2. Act out a scene from the play
3. WORK TIME
Understand Thoreau's philosophy on civil disobedience and transcendentalism
What is the individual's role in creating a just society?
Starter: In 3 minutes, write down as many of the major plot elements of Act 1 as you can.
Is your DP link here? If not- add it by 3:15 or your DP update will be marked late
1.Review the play
2. Go overthis week's schedule
3. Block 1/2: Act out pages 58-67
4. Silently read Act 2 + Annotate (HERE IS THE ANNOTATION FORM if you'd like an electronic version)
5. Themes/Binaries mini-lesson (powerpoint)
6. Group Seminar Prep
By Wednesday: Read selected excerpts from Civil Disobedience by Thoreau. Annotate it as you read as our seminar will involve this reading.
1. Share your historical thinking skills chart notes with a partner.
2. Whole class discussion to deconstruct the readings
4. Silently read and annotate pages 14-40
5. Ashley's ppt on Transcendentalism
6. Read aloud pages 25-29, 34-38
HONORS: work on your project proposals due next week!
Essential Question: What is the individual's role in creating a just society?
Review Dr. King's letter
1. Class Seminar on on Dr. King's Letters
SEMINAR RUBRIC (just to review, this is not graded)
2. Go over the Morality and Politics of Justice Project Syllabus and Example Student Project Reflection
3. Respond to this quote from the first page of The Night Thoreau Spent in Jail:
"If a man does not keep pace with his companions, perhaps it is because he hears a different drummer. Let him step to the music which he hears, however measured, or far away"
4. Ashley's PPT introduction of The Night Thoreau Spent in Jail
5. Read pages v-vi and go over the list of characters in the play and stage directions (METACOGNITION SPIEL FROM ASHLEY)
6. Assign student roles and read aloud pages 1-14
Reading Schedule and Annotation Instructions for TNTSJ
Homework See the Homework/Calendar page!
What is the individual's role in creating a just society?
1. Turn in your peer critiqued drafts of the TIB essay
2. College Announcements with Rachael Sands
3. Obama's Speech Seeking Syrian Vote in Congress (thanks to Sarah Lawton for sharing this article on edmodo)
4. Finish group activity analyzing Civil Disobedience images (see Friday's post for the handout)
5. TIB reflection and DP update work time and update this document with the link to your DP.
1. Read the two primary source documents on the Mexican-American War and complete the Historical Thinking Skills chart by THURSDAY at the beginning of class. I'd recommend annotating these articles as well as you will use these in our final seminar on TNTSJ next week.
2. By Friday: read and react to the article I posted on edmodo entitled "9 questions about Syria you were too embarrassed to ask" OR post and respond to another article on the Syrian conflict.
3. TIB reflection and DP update due next Monday, 9/9
Honors (see Friday's post)
Humanities 11 Teacher at Animas High School